Building a Better Mousetrap: The Syllabus, the Student, and You
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objectives should be referenced throughout the semester. The more often you make a clear connection between each assignment and the course objective, the better.

**Student Learning Outcomes:

1.

Specifically, What should your students be able to do at the end of the course?

2.

These will be similar to the Course Objectives above.

3.

Mike Ferrer does an excellent job capturing the idea here.

4.

While you must show the student learning outcomes for the course, you should also show the progression from course learning outcomes to department outcomes/undergraduate learning goals/core curriculum goals.

5.

Choose the most important learning outcomes.

**Student Learning Assessment:

1.

How do you measure whether students have achieved the goals of this class? List specific questions, lessons, exercises, etc.

2.

Note: Each of you already measures your student learning. You are simply telling the students that the assignments and exams are directly related to the core objectives. A learning assessment statement can be as simple as: “Student learning outcomes will be measured by two essays, course exams, and class participation.”

3.

Faculty should include a link (or a copy) of any course rubrics or department rubrics. For instance, if this is an upper division course, include a link to your department assessment rubric. This provides an excellent opportunity to help students see how this class fits within the larger goals of the major.

4.

For core classes, provide a link to the rubric for the undergraduate goals. Again, you have the opportunity to show students the link between the material studied and the larger goals of the university. (This offers you the chance to show the class is important within the larger community.)

**ASU Academic Honestly Policy:

1.

“Angelo State University expects its students to maintain complete honesty and integrity in their academic pursuits.” (ASU Honor Code, Student Handbook)

2.

Faculty must include a statement regarding Academic Integrity. The statement above is directly from the Handbook, but faculty should feel free to expand on this statement. Include specific comments regarding cheating in your field.

3.

Research by the Center for Academic Integrity has shown that students are less likely to cheat if they know the faculty member cares about the issue.

Student Responsibilities:

1.

Be specific about your expectations for student learning/participation/reading/etc.

2.

If you expect students to be active learners, define it for them.

3.

This is a good place to include attendance policies, policies regarding late work, etc.

**Grade Determination:

1.

How will you determine the students’ grade in the course?

2.

If you use rubrics or have specific criteria, provide those for the students either in the